Overview

This book provides pre-service special educators, school psychologists, school administrators, and behavior specialists with a solid understanding of the key issues associated with providing support for students with EBD. It further provides highly practical methods for working effectively with these students in a variety of settings—from the general education classroom to specialized intervention programs. With the goal of helping students develop school behaviors that promote academic and behavioral success, this resource carefully examines key assumptions to consider when working with this student population; major psychological issues students experiencing EBD may face; key methods for providing teacher-student and peer relationships that support psychological health and academic engagement for these students; and methods for developing specialized interventions to support students with EBD.   This comprehensive textbook is focused on helping the reader develop a conceptual framework for supporting students with EBD, a better understanding of the nature of EBD, and strategies for implementing research-based methods and interventions when helping these students.

Full Product Details

Author:   Vern Jones ,  Albert William Greenwood
Publisher:   Brookes Publishing Co
Imprint:   Brookes Publishing Co
Dimensions:   Width: 22.30cm , Height: 3.00cm , Length: 29.40cm
Weight:   0.363kg
ISBN:  

9781681255743

ISBN 10:   168125574
Pages:   444
Publication Date:   28 February 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

About the Online Materials About the Authors Preface Acknowledgments Dedication Chapter 1: Key Concepts and Assumptions Related To Effective Support For Students With Emotional And Behavioral Disorders Services and Levels of Success for Students With EBD Key Assumptions Underlying Effective Support for Students Experiencing EBD Case Study Summary References Chapter 2: Developing A Foundational Understanding of Emotional and Behavioral Disorders Appreciate the Complex Nature of Behavior Associated With EBD Develop Accurate Conceptualizations Utilize a Developmental Perspective Be Knowledgeable About Risk and Protective Factors Recognize Key Skill Deficits and Unique Characteristics of Students With EBD Use Methods and Practices That Facilitate Effective Supports Understand and Utilize Mental Health Systems and Perspectives Summary References Chapter 3: Creating Supportive Adult–Student and Peer Relationships The Importance of Adult–Student Relationships in Supporting Students With EBD Creating Supportive Peer Relationships in the Classroom Developing Supportive Relationships With Caregivers Summary References Chapter 4: Developing Behavior Standards and Increasing Students’ Motivation to Learn Developing Clear and Effective General Classroom Behavior Standards and Procedures Increasing Students’ Motivation to Learn and Enhancing Their Academic Success Summary References Chapter 5: Responding Effectively to Disruptive Behavior Methods for Responding Effectively to Disruptive or Defiant Behavior Responding to Violent Student Behavior Creating an Effective Classroom Discipline Procedure Incorporating Social Problem Solving Into the Classroom and School Discipline System Disciplinary Exclusion for Students Identified as EBD Summary References Chapter 6: Developing Individualized Behavior Support Plans: Planning for Student Success Understanding the Behavior Support Plan Process Components of the BSP Process Implementing the BSP Across a Continuum of Services Increasing the Effectiveness of the BSP Summary References Chapter 7: Social-Emotional Learning Methods for Supporting Student Success Understanding Social-Emotional Learning Methods and Strategies for Developing Self-Regulation Facilitating Self-Awareness and Understanding School Behavior Skills: Learning and Demonstrating Behaviors That Are Adaptive and Socially Acceptable in a School Setting Using Systematic Desensitization and Cognitive Restructuring to Assist Students in Adjusting to Stressful Situations Summary References Chapter 8: Developing an Effective Program for Students Identified as EBD Components of an Effective Specialized Program for Students Identified as EBD Ensuring Program Quality Summary References

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Author Information

Dr. Jones has been a junior high school teacher of students with EBD, a junior high school vice principal, and a district coordinator for students with EBD. He has consulted with university faculty, state departments of education, school districts, and educators in over 25 states in the areas of classroom management, programs and individual interventions for students with EBD, and school violence prevention. Dr. Jones is Emeritus Professor of Education at Lewis & Clark College in Portland, Oregon where he was chair of the education and special education departments in the Graduate School of Education and Counseling. His books include Comprehensive Classroom Management, 12th Ed. (2021), Effective Supports for Students with Emotional and Behavioral Disorders, (2016), Practical Classroom Management 2nd Ed. (2015), Creating Effective Programs for Students with Emotional and Behavior Discipline (2004), Responsible School Discipline (1981), and Adolescents with Behavior Problems, (1980). He was selected by the National Association of Colleges of Teacher Education to write the chapter on classroom management for the Handbook of Research on Teacher Education (1996) and wrote the chapter ""How Do Teachers Learn to Be Effective Classroom Managers?"" for the Handbook for Classroom Management: Research, Practice, and Contemporary Issues (2006). Dr. Greenwood is a licensed Clinical Psychologist. Dr. Greenwood spent the first 10 years of his career at Good Samaritan Hospital in Portland, Oregon working with children having complex neurodevelopmental, learning and behavior challenges. Since 1989 he has been an independent practitioner providing support to children with EBD and their families and has been actively engaged as a special programs consultant to school districts and education service districts. Dr. Greenwood has conducted numerous trainings and workshops on the BSP process and supportive interventions for students experiencing EBD. He is often called upon to be an independent evaluator in special education litigation. For over 20 years Dr. Greenwood was also an adjunct professor in the Graduate School of Education and Counseling at Lewis & Clark College in Portland, Oregon. He currently consults with school districts on special education issues, program development, and best practice methods for supporting students with emotional and behavioral disorders. He is also co-founder of 321 Insight, a web-based company providing training and support for educators.

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